WGU D152 – OA Study Set: Considerations for Instructional Planning for Learners with Mild to Moderate Exceptionalities (Comprehensive 2025–2026 Edition)

WGU D152 OA STUDY SET


1. Progress Monitoring i




ANS the process of collecting and analyzing data over time to measure stude
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nt performance and evaluate the effectiveness of instruction
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2. Progress monitoring practices i i




ANS Implementing effective progress monitoring practices enables educ
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ators to utilize data to improve instructional practices and meet individual
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needs of students. i i




3. Schoolwide screening measures i i




ANS are intended to be easy to implement and score yet still provide a gene
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ral picture of academic achievement in a particular area, such as reading.
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Can be administered 3 times a year.
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4. T/F Progress monitoring is conducted in all tiers of instruction?
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ANS True, This is one of the eight features of effective progress monitoring.
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5. Screening Measures i




ANS can help to identify which students need additional sup-
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i port in order to be successful in school
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,6. T/

F To facilitate data collection, measures must be easy to administer and effectiv
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e?

ANS True, This is one of the eight features of effective progress monitoring.
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7. T/F Cut scores and decision rules must have clear rationale?
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ANS True, This is one of the eight features of effective progress monitoring.
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8. T/F Progress monitoring data must be collected daily on every student?
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ANS - i




i False, while it is important to collect progress monitoring data often, daily is
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not al- i




i ways required. measures must be collected frequently enough to inform inst
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ructional and placement decisions. i i i




9. T/F Rules for decision-making must be determined for all aspects of progress-
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monitoring data, including cut scores for level (performance score), slope (chan
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ge in performance over time), and percentage of mastery?
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ANS True, This is one of the eight features of effective progress monitoring.
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10.T/

F Progress monitoring data are often hard to interpret, so teachers must be exten
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sively trained on how to display and interpret progress monitoring data?
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,ANS False, Results should be displayed in a manner that makes interpretatio
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n simple and efficient, for example, in charts or line graphs.
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11.Tier 1 Instruction i i




ANS Encompasses whole-
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school quality differentiated instruction and support for all students.
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12.Tier 2 Instruction i i




ANS small groups are typically used in tier 2 of RTI, as they allow for targeted i
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nterventions for struggling students. i i i




13.Tier 3 Instruction i i




ANS one on one. Require individualized goals. Their progress toward goals
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requires more frequent measuring to determine the effectiveness of the in
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tervention

14.Data-based Individualization (DBI) i i




ANS A means of using evidence-based meth-
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i ods to individualize interventions for students who do not demonstrate ade
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quate progress i




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, 15. Sara was identified with a low level of performance in mathematics and has b
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een receiving tier 1 supports. Her weekly progress monitoring showed that she c
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ontinued to have a reduced rate of progress. i i i i i i i




What happens next with Sara, based on this result?
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ANS Student should be consid- ered for tier 2 supports.
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16.T/F Curriculum- i




based measurements are an appropriate means to conduct progress monitoring
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.

ANS True, Curriculum- i i




based measurements allow teachers to track skills from an entire year's curr
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iculum and monitor progress. i i i




17.Progress Monitoring i




ANS 1. Easy to implement i i i i




2. Indicate how students are performi
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ng 3.Designed to be administered fre
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quently

18. Diagnostic Assessment
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ANS 1. Determine why students are struggling to make progress
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2. Determine the type of change that needs to be made i i i i i i i i i


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